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dc.contributor Glade, Fiona en
dc.contributor.advisor Melzer, Daniel en
dc.contributor.author Wagner, Meghan Kelley en
dc.date.accessioned 2010-12-07T21:00:55Z en
dc.date.available 2010-12-07T21:00:55Z en
dc.date.issued 2010-12-07 en
dc.date.submitted 2010-11-16 en
dc.identifier.uri http://hdl.handle.net/10211.9/828 en
dc.description Thesis (M.A., English (Composition)) -- California State University, Sacramento, 2010. en
dc.description.abstract A systematic student failure mechanism—known in sociological terms as “cooling-out” in higher education—prevents countless community college students from obtaining a college degree, and college writing programs often play a role in this process. This thesis utilizes extensive historical and contemporary research as well as case study interviews and questionnaires with four Sacramento City College students to formulate conclusions about how two-year colleges and English programs can prevent “cooling-out” in open admissions schools. Research and case study findings suggest that four major factors may decrease the influence of “cooling out” in higher education. These factors include increased communication inside and outside the academy, responsible and localized college English assessment measures, positive and non-stigmatizing basic writing pedagogies, and modified writing resources at the college level. en
dc.description.sponsorship English (Composition) en
dc.language.iso en_US en
dc.subject Basic writing en
dc.subject Composition en
dc.subject Tutoring writing en
dc.subject Educational tracking en
dc.subject Assessment testing en
dc.subject Writing center research en
dc.subject Literacy en
dc.title "Cooling-out" in open admissions: revising unwritten failure mechanisms in higher education en
dc.type Thesis en

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